Committee Chair
O'Leary, Brian J.
Committee Member
Weathington, Bart L.; Biderman, Michael D.
College
College of Arts and Sciences
Publisher
University of Tennessee at Chattanooga
Place of Publication
Chattanooga (Tenn.)
Abstract
The present study examined whether participants assigned to a well-executed e-learning program would show greater improvement in mean test scores pre-post instructional intervention compared to those learning through the traditional classroom method. In the last ten years, many organizations have created e-learning programs with the hopes of enhancing or replacing traditional instructor-led classes (Jones, 2013). However, 41% of American Society of Training and Development’s respondents admitted their organization does not possess metrics to evaluate e-learning’s usefulness (Miller, 2012). One of the major challenges in incorporating and implementing e-learning programs is the ability to measure its use and effectiveness (Miller, 2012). Effective training has the potential to increase knowledge, skills, and abilities and allows employees to leverage the training results for the organization’s benefit (Blume, Ford, Baldwin, & Huang, 2010 & Huang, 2009). The study found that job satisfaction and conscientiousness were negatively related to retention.
Acknowledgments
I want to acknowledge the effort and dedication from my thesis committee members: Dr. Brian O’Leary, Dr. Michael Biderman, and Dr. Bart Weathington. A huge thank you to my thesis chair, Dr. Brian O’Leary, who dedicated so much of his time and expertise. I am grateful for Dr. Michael Biderman and Dr. Bart Weathington who provided abundant help and guidance along the way. Thank you.
Degree
M. S.; A thesis submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Master of Science.
Date
5-2015
Subject
Employees -- Training of -- Computer-assisted instruction
Discipline
Industrial and Organizational Psychology
Document Type
Masters theses
DCMI Type
Text
Extent
viii, 57 leaves
Language
English
Rights
https://rightsstatements.org/page/InC/1.0/?language=en
License
http://creativecommons.org/licenses/by-nc-nd/3.0/
Recommended Citation
Schrader, Taryn C., "Is the classroom better? An introspective look at e-learning and classroom from a GED standpoint" (2015). Masters Theses and Doctoral Dissertations.
https://scholar.utc.edu/theses/178
Department
Dept. of Psychology